Academic literature on the topic 'Outcomes of integrated services in schools'
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Journal articles on the topic "Outcomes of integrated services in schools"
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Meyer, Luanna, and Rachel Janney. "User-Friendly Measures of Meaningful Outcomes: Evaluating Behavioral Interventions." Journal of the Association for Persons with Severe Handicaps 14, no. 4 (December 1989): 263–70. http://dx.doi.org/10.1177/154079698901400404.
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This article describes principles and practices of data collection to evaluate the attainment of meaningful outcomes in educational services for students with severe disabilities and serious behavior problems. In contrast to a limited outcome such as a temporary change in one target behavior in a controlled clinical setting, an expanded definition of effectiveness would require evidence of a range of more meaningful outcomes for child, school, family, and community. Several user-friendly measures to document such outcomes are described, which were field-tested in an educational consultation project serving students with severe disabilities and challenging behaviors in integrated schools. The article concludes with a discussion of the advantages of an emphasis upon both meaningful outcomes and the use of measurement strategies that blend well and have high utility for typical schools while simultaneously increasing programmatic rigor and general school responsibility for what happens to students.
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Wei, Yifeng, Stan Kutcher, and Magdalena Szumilas. "Comprehensive School Mental Health: An integrated “School-Based Pathway to Care” model for Canadian secondary schools." Articles 46, no. 2 (November 29, 2011): 213–29. http://dx.doi.org/10.7202/1006436ar.
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Adolescence is a critical period for the promotion of mental health and the treatment of mental disorders. Schools are well-positioned to address adolescent mental health. This paper describes a school mental health model, “School-based Pathway to Care,” for Canadian secondary schools that links schools to primary care providers, mental health services, and the wider community, enabling them to address youth mental health in a collaborative manner. The model highlights the fundamental role of mental health literacy, gatekeeper training, and education/health system integration in improving adolescent mental health, and enhancing learning environments and academic outcomes.
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Winkworth, Gail, and Morag McArthur. "Breaking into schools: Establishing high quality human services in educational contexts." Children Australia 30, no. 1 (2005): 19–26. http://dx.doi.org/10.1017/s1035077200010543.
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This paper explores the ACT Government’s investment in a school based human services program. This program aims to improve educational and social outcomes for children and young people by creating effective working relationships between families, communities and their schools. It considers the contemporary challenges to achieving a quality service in a domain not normally inhabited by human services professionals. The main focus of the paper is an analysis of some of the factors which were considered in establishing a high quality service.The paper draws attention to the importance of developing a conceptually sound program model, in particular one which demonstrates how evaluation can be integrated throughout the program cycle. It argues the importance of pursuing two key pathways to quality: the achievement of professional standards in program design, and the pursuit of the consumer voice in shaping and judging program performance.The paper contends that program sustainability in this field of practice hinges on recognising who the consumers are, and achieving a range of outcomes which address their varied needs and priorities.
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Marsh, Robbie J., and Sarup R. Mathur. "Mental Health in Schools: An Overview of Multitiered Systems of Support." Intervention in School and Clinic 56, no. 2 (April 27, 2020): 67–73. http://dx.doi.org/10.1177/1053451220914896.
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Mental health–related disabilities are a leading cause of health issues worldwide. Because of this, an argument can be made that schools integrate mental health services for their students to positively impact their mental health outcomes. This article outlines how multitiered systems of support (MTSS) can assist schools in providing all students with mental health services including students with disabilities. The role of school-based mental health professionals (i.e., school counselor, school psychologist, school social worker) within the MTSS framework is discussed to better assist teachers in helping their students access school-based mental health services.
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Kolbe, Lloyd J. "School Health as a Strategy to Improve Both Public Health and Education." Annual Review of Public Health 40, no. 1 (April 2019): 443–63. http://dx.doi.org/10.1146/annurev-publhealth-040218-043727.
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Because schools materially influence both health and education, they substantially determine the future well-being and economic productivity of populations. Recent research suggests that healthier children learn better and that more educated adults are healthier. School health is a cross-disciplinary field of study and a fundamental strategy that can be used to improve both health and education outcomes. Modern school health programs include 10 interactive components: health education; physical education and physical activity; nutrition environment and services; health services; counseling, psychological, and social services; physical environment; social and emotional climate; family engagement; community involvement; and employee wellness. This review is written for both health and education audiences. It integrates recent research and developments in relationships among health, education, and economic outcomes; health and education systems; the school health program, its components, and their effectiveness; cross-disciplinary collaboration; local, state, national, and international infrastructures and strategies; implementation science; and relevant academic research, training, and service.
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Luecking, Richard G., Ellen S. Fabian, Kara Contreary, Todd C. Honeycutt, and Debra Martin Luecking. "Vocational Rehabilitation Outcomes for Students Participating in a Model Transition Program." Rehabilitation Counseling Bulletin 61, no. 3 (June 9, 2017): 154–63. http://dx.doi.org/10.1177/0034355217713167.
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The authors examined vocational rehabilitation service and outcome differences between youth with disabilities who participated in a model transition intervention and youth with disabilities who did not. The transition model featured research-supported components integrated into a single service model and implemented across 11 Maryland school districts from 2007 to 2013. Using administrative data extracted from the Maryland Division of Rehabilitation Services, several major findings emerged. Model participants experienced a shorter time from eligibility to development of the Individual Plan for Employment, but longer open cases; received more job-related services and less assessment and diagnostic services; cost less to serve; achieved significantly higher employment rates at case closure; and worked slightly fewer hours and earned less per week at closure. These results signify implications for vocational rehabilitation practice with students and youth with disabilities, especially in the context of transition service requirements of the Workforce Innovation and Opportunity Act.
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Baker, Dian, Lori Anderson, and Jody Johnson. "Building Student and Family-Centered Care Coordination Through Ongoing Delivery System Design." NASN School Nurse 32, no. 1 (August 6, 2016): 42–49. http://dx.doi.org/10.1177/1942602x16654171.
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In 2016 the National Association of School Nurses released an updated framework for school nurse practice. One highlight of the new framework is 21st century care coordination. That is, moving beyond basic case management to a systems-level approach for delivery of school health services. The framework broadly applies the term care coordination to include direct care and communication across systems. School nurses are often engaged in efforts to create school health care homes that serve as an axis of coordination for students and families between primary care offices and the schools. Effective care coordination requires that the school nurses not only know the principles of traditional case management but also understand complex systems that drive effective care coordination. The outcome of a system-level approach is enhanced access to services in an integrated health care delivery system that includes the school nurse as an integral member of the school’s health care team. This article presents a comprehensive, system-level model of care coordination for school nurse leadership and practice.
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Strunk, Julie A. "The Effect of School-Based Health Clinics on Teenage Pregnancy and Parenting Outcomes: An Integrated Literature Review." Journal of School Nursing 24, no. 1 (February 2008): 13–20. http://dx.doi.org/10.1177/10598405080240010301.
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Teenage pregnancy outcomes have become an increasing concern in the United States. Education and support of pregnant teens are critical factors that may determine good or poor pregnancy outcomes. Poor outcomes may include low birth weight, developmental delays, and poor academic performance. Although the number of teenagers experiencing pregnancy and parenting has declined in the U.S., school-based health clinics can be used to provide support and guidance designed to avoid the negative outcomes associated with teenage pregnancy and parenting. By having school-based health clinics, nurse practitioners and school nurses can provide much needed services to pregnant and parenting teens. These services should include educational support, counseling, and community resources. This inquiry provides a metasynthesis of the literature and will review, examine, and summarize the literature relating to the effect of school-based clinics on teenage pregnancy and parenting outcomes.
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Hartman, Ellie C., Weneaka Jones, Rachel Friefeld Kesselmayer, Emily A. Brinck, Audrey Trainor, Alicia Reinhard, Rita K. Fuller, Amanda Schlegelmilch, and Catherine A. Anderson. "Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income." Career Development and Transition for Exceptional Individuals 44, no. 2 (January 28, 2021): 97–109. http://dx.doi.org/10.1177/2165143420984797.
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Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.
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Sailor, Wayne, Amy B. McCart, and Jeong Hoon Choi. "Reconceptualizing Inclusive Education Through Multi-Tiered System of Support." Inclusion 6, no. 1 (March 1, 2018): 3–18. http://dx.doi.org/10.1352/2326-6988-6.1.3.
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Abstract Inclusive education, defined as “full inclusion,” has generated controversy for nearly three decades with special education placement at the heart of the debate. Whole-school application of Multi-Tiered System of Support (MTSS) offers a reframing of the problem with potential for social and academic gains for all students, including those with extensive needs for extraordinary supports and services. In this paper, we review history and contemporary definitions of MTSS; the emerging evidence base in support of its efficacy for improved student level outcomes; and a comprehensive, sustainability and scale-up system of MTSS called SWIFT (Schoolwide Integrated Framework for Transformation). Some preliminary impact results from a four-year project to provide technical assistance to five states, 17 school districts, and 64 schools installing the SWIFT system are presented.
Dissertations / Theses on the topic "Outcomes of integrated services in schools"
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Barnes, Eleanor H. "Linking Integrated Services With Schools: a Case Study." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30356.
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In 1989, a large suburban school district and a cluster of public service agencies initiated a pilot program to provide a multi-agency staffing to develop action plans for identified students. The purpose of this study was to describe the process that was involved in the establishment of this school-linked, integrated program. The research questions that guided data collection in this study were: (1) what was the impetus for initiating this interagency innovation and what resources were required? (2) who were the key players, how were they determined, and in what ways did they plan together to establish and implement this school-linked program? (3) in what ways was the initiation of the pilot program supported or impeded? (4) what is the status of the pilot program today? The case study approach, using qualitative methods of data collection, was used in order to answer these questions of process and understanding. Before data collection began, permission was obtained from the study school district to proceed. Interviews were conducted with selected individuals who participated in the planning or implementation of the program. Documents generated at the time of its establishment were also reviewed. Analysis involved the organization of data into coded categories followed by a search for themes and patterns to provide a detailed and rich description of the process. The findings of the study are presented chronologically within two phases, planning and implementation, with themes that emerged discussed within this framework. The results of this study add additional information to the body of research that describes the linking process, from vision to implementation, that occurs when a school district and community agencies work together to address children's needs. Conclusions from the study are presented as well as implications for future endeavors and recommendations for further research.Ed. D.
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Jurgens, Eloise H. "Southern Appalachian Settlement Schools as Early Initiators of Integrated Services." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2747.
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This historical-descriptive study examined Southern Appalachian settlement schools as early initiators of integrated health and social services with education from the 1900s through the 1970s. Three schools were studied: Hindman Settlement School (KY), Pine Mountain Settlement School (KY) and Crossnore School, Inc. (NC). The purpose of the study was to determine the type and extent of services provided, the relationship of the settlement schools with their respective county public school system, and the transfer, if any, of integrated services from the settlement schools to public schools as the public schools took over educational responsibilities once offered by the settlement schools. The conclusions of this study were that extensive integrated services were offered, changing in type over time, the relationship of the settlement schools with their respective county public school systems was, for the most part, cooperative and sometimes collaborative, and there was no transfer of integrated services from the settlement schools to the public schools. Instead, the settlement schools became an integrated service to the public schools. An additional finding was that Pine Mountain Settlement School engaged in a primitive form of privatization with the Harlan County Board of Education. Further, all three settlement schools, through the wide range of services offered, were builders of communities.
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Martins, Anikamadu Michael Ogomegbunam. "Patients’ perspectives on the provision of tuberculosis and HIV integrated services in Sisonke district, KwaZulu Natal." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4413.
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Magister Public Health - MPHViewing the provision of TB-HIV integrated services from the perspectives of TB/HIV clients can help to identify ways to enhance the provision of these services. The aim of this study was to assess the provision of TB/HIV services including PMTCT from clients perspectives in order to make recommendations on ways to enhance the provision of TB/HIV/PMTCT services at facility and community level. Method: Secondary data analysis was undertaken on a survey that was part of a cross-sectional study conducted in 2008 in Sisonke district, a rural district of KwaZulu Natal province, South Africa. Exit interviews were completed by 274 clients accessing TB, HIV and PMTCT services in 10 selected facilities in Sisonke district. A questionnaire that had both closed and open-ended questions was used for exit interviews. Ethical clearance of the study was originally obtained from the Ethics Committee of the University of the Western Cape. The researcher sought permission from the custodian/owner (primary researcher) of the data. The researcher also adhered to maintaining data integrity including the confidentiality procedures as defined in the primary study. In analysing the data it was checked completeness and internal consistency. The quantitative part of the data was stratified, cleaned and coded. The qualitative part of the data was reviewed repeatedly and clustered. The measures of central tendency like frequency, means, median and standard deviation were used for continuous data while categorical data were analysed with frequency and proportions. The Chi-square test was used to assess the association between depend and independent variables. Results: The results of this study show that the respondents preferred accessing integrated TB-HIV/PMTCT services. Most of the respondents, especially a majority of younger respondents comprising of PMTCT (66.7%), HIV (29.8%) and TB (30.8%) categories reported that they were educated on HIV matters. Also, most of the younger respondents (18 – 30 years) among the PMTCT category (74.3%) and most of the older respondents (older than 30 years) of the pre ART & ART category (71.2%)reported that they were educated about TB matters.In general, the majority ( 90 %) of the respondents preferred TB/HIV/PMTCT services to be provided at the same place but a small majority (42%) of the respondents preferred to be seen the same clinicians. Most (68%) of the PMTCT younger (18-30 years) respondents preferred to receive TB-HIV integrated care at their homes while 70% and 68% of HIV and TB older respondents (>30 years) preferred to receive TB and HIV services at their homes. Viewing the advantages,disadvantages and barriers for accessing TB/HIV/PMTCT integrated services, there is a proportionate distribution in the responses amid the categories though the female respondents comparatively take the lead in reporting about their experiences in accessing TB/HIV/PMTCT integrated services. In this study, majority of the respondents demonstrated that they access good integrated TB-HIV/PMTCT services both at the facilities level and at home. Providing integrated TB-HIV/PMTCT services is widely accepted. Majority of the respondents especially the younger females preferred to continue receiving TB-HIV integrated care at their homes in comparison with older respondents. Conclusion: Most of the respondents comprised of females aged less than 30 years. These respondents like the services provided by the TB-HIV integrated services and want it sustained. They prefer the facilities to be in the same location. However, they prefer to consult different clinicians for the two different health conditions. The respondents also preferred to have HIV test at the same facility and to be visited at home by community health workers in support of the provision of TB/HIV/PMTCT care.
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Beese, Jane Ann. "The Effects of Supplemental Educational Services on Student Learning Outcomes." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207331255.
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Sellman, Edward Mark. "The processes and outcomes of implementing peer mediation services in schools : a cultural-historical activity theory approach." Thesis, University of Birmingham, 2003. http://etheses.bham.ac.uk//id/eprint/255/.
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This thesis is concerned with the analysis of processes of implementing peer mediation services for interpersonal conflict resolution in schools and outcomes attributable to this intervention. To illuminate such an analysis, the thesis argues the utility of Cultural-Historical Activity Theory (CHAT). This argument is based on the need for a theoretical approach that conceptualises processes of social and individual transformation, including the structure of the social world and the creation of new possibilities for thinking and acting in its analysis. Concepts from CHAT are elaborated to give greater description of I) the principles of power and control underpinning alternative models of activity, and II) different forms of conflict. The thesis analyses the implementation of a peer mediation service at one school undergoing transformation and at eight others where peer mediation has been implemented in the past with mixed success. Despite limitations regarding some of the data collection tools chosen, interview data highlights that those schools where principles of power and control are modified to give pupils greater responsibilities in the regulation of their peers’ conflicts, produce new mediational tools that expand the range of possible actions available to individuals in conflict.
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Wood, Barbara F. "An evaluation of the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618430.
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Bullying continues to be a major concern in schools today. Many schools have implemented some type of bullying prevention program. The Olweus Bullying Prevention Program is one of these programs. Evaluation of the Olweus Bullying Prevention Program is typically done through the administration of the Olweus Bullying Questionnaire to students and produces numerical data for its report. Results have been mixed, but often show some type of decrease in bullying activity.;This study evaluated the implementation fidelity and outcomes of the Olweus Bullying Prevention Program in three elementary schools in Virginia. These schools were recommended as having a successful Olweus Bullying Program by Goodman, Fobbs and Moffett, (2011). The evaluation was conducted using a form of theory-driven program evaluation known as the Center for Disease Control's Six-step Evaluation Framework.;Stakeholders represented by administrators, teachers and guidance counselors were interviewed with questions developed from the Four Levels of General Requirements of the Olweus Bullying Prevention Program. Available extant data from the Virginia Report on Discipline, Crime and Violence and the three interviewed schools' Olweus Bullying Questionnaire survey results were also examined to look for possible evidence to support these three schools' successful programs.
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Carlsson, Dru. "School health services, health promotion and health outcomes: an investigation of the Health Promoting Schools approach as supported by school nurses." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16192/.
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Health promotion interventions in schools have grown in popularity and have demonstrated varying degrees of effectiveness on the health of the school and its individuals. The School Based Youth Health Nurse (SBYHN) Program introduced in 1999 by Queensland Health into state secondary schools supports and encourages use of the Health Promoting Schools (HPS) approach in addressing health issues, in addition to providing individual health consultations to the school community. This Program is unique in that a health service is entering into the education system with a role of supporting implementation of a comprehensive approach to addressing health issues. The study investigates how SBYHNs support the implementation of the HPS approach in the secondary school setting and explores the health outcomes for the school community. A statewide survey of SBYHNs examines the variety of health promotion and HPS work being undertaken within schools and identifies key implementation and practice issues. Qualitative case studies of three schools further investigates the barriers faced by nurses in supporting HPS implementation, and explores the perceived outcomes of implementing the HPS approach that have begun to emerge within the school community. Results found that nurses have the capacity to support the implementation of whole-of-school health promotion, with the presence of enablers influencing the comprehensiveness with which schools address health issues or decide to adopt the HPS approach. The study also indicated several outcomes of nurse and school-supported, comprehensive school health promotion across three major areas corresponding with the HPS framework (curriculum, teaching and learning; school organisation, ethos and environment; partnerships and services) and the addition of outcomes in specific health issues. Implications for future developments in health promotion-orientated, school health service interventions and research into the evidence of effectiveness of the HPS approach are discussed.
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Bromfield, Pauline V. "'Healthy schools' and childhood obesity : provision and perspectives within an extended services cluster on psychsocial outcomes for children and young people who are overweight or obese." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1115/.
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Research, policy and media discourses highlight risk of negative physical and non-physical outcomes for overweight/obese children compared with their non-overweight/obese peers. The study’s aim was to explore whether psychosocial correlates were being considered and informing policy and practice with regard to the ‘National Healthy Schools Programme’ (NHSP) within a cluster of schools, and with their community and strategic partners. Stakeholders’ perspectives including those of pupils were sought to illuminate whether, as a result of the NHSP, the potential risk of unintended harm was recognised and addressed. The research was conceptualized as an exploratory case study that primarily entailed the use of qualitative research methods for data collection and analysis. The findings of the study highlighted dominant socio-cultural practices that reinforce the ‘thin ideal’ and some of the risk potentiation and compensatory factors that could impact on outcomes for children. The dominance of the ‘physical’ themes of the NHSP reflected weakness in the operational delivery of a multidimensional rather than a fully integrated ‘holistic’ model of health and well-being. Recommendations for future research and practice include the future positioning of educational psychology practice and promoting meaningful consultation processes that ensure children’s perspectives are heard and listened to.
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Labonté, Mariette L. "Évaluation de la perception des intervenants de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif." Thèse, 2011. http://hdl.handle.net/1866/5431.
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L’école ne semble plus en mesure de répondre par elle-même aux besoins multidimensionnels des élèves en difficulté qui sont maintenant intégrés dans la classe ordinaire. (Cooper, 1999; Deslandes & Bertrand, 2001; Dryfoos, 1994; Greenberg, 2004; Ministère de l'Éducation du Loisir et du Sport, 2005; Paavola, 1995; Riddle & Tett, 2001; The Learning Partnership, 2004). Les équipes de soutien à l’enseignant semblent un moyen efficace d’appuyer l’enseignant et l’élève, mais cette approche est très peu utilisée dans les milieux éducatifs au Canada. Certains élèves présentant des problèmes complexes ne reçoivent pas l’appui nécessaire faute d’un manque de spécialiste à l’intérieur du cadre scolaire. Dans cette perspective, les services intégrés pourraient être une voie propice pour le travail de partenariat mais plusieurs obstacles semblent empêcher la collaboration et la coopération entre les intervenants scolaires et les partenaires de la communauté.
La présente recherche a identifié un modèle qui permet d’appuyer l’enseignant dans sa pratique afin d’aider l’élève en difficulté et de le maintenir dans la classe ordinaire. Le modèle d’équipe de soutien à l’enseignant mis en œuvre dans les écoles d’un conseil francophone scolaire de l’Ontario est un modèle dérivé de Chalfant, Pysh et Moultrie (1979). Vers les années 1970, ces équipes ont été formées en vue d’offrir un appui à l’enseignant de classe ordinaire pour éviter les placements d'élèves en éducation spéciale l’intention est encore la même en 2010. Par ce modèle, nous favorisons l’entrée des services intégrés à l’intérieur du cadre scolaire et les partenaires travaillent en équipe afin de favoriser le succès scolaire des élèves. Un coordonnateur du milieu scolaire est le lien qui assure la coordination et les suivis des différentes recommandations proposées par l’équipe. Le travail de collaboration et de coopération est essentiel pour assurer le succès scolaire de l’élève.
Les résultats de cette mise en œuvre nous ont permis de constater que le modèle est efficace dans l’atteinte de ses buts. D’une façon générale, les intervenants scolaires affirment se sentir effectivement appuyés par les équipes de soutien tant dans la formation, les échanges et les discussions que dans les ressources matérielles. Ce qui ressort le plus souvent de leurs propos est qu’ils apprécient la réelle collaboration et la concertation qui existent entre tous les intervenants qui assurent les suivis. Quatre-vingt-treize pour cent des répondants qui ont participé aux équipes de soutien affirment qu’il y a eu des changements positifs chez les élèves. Différents défis ont aussi été relevés. Mentionnons entre autre, la lourdeur du rôle du coordonnateur, la grandeur du territoire du Conseil (perte de temps sur la route), des cas de conflits existants entre les parents et l’école.
Indépendamment de ces défis, l’application du modèle d’équipe de soutien à l’enseignant répond à l’objectif d’inclusion scolaire des élèves en difficulté tout en permettant aux enseignants de ne pas se sentir seuls ni d’être effectivement seuls à assumer ce mandat.Schools, the world over in general face multi dimensional needs of students experiencing challenges. Such students have traditionally been integrated in classrooms with other children. The Teacher Support Team model enhances the teacher’s capacity to be effective and the student’s ability to learn. However, this model is not used, widespread or known in Canada. Numerous studies describe that students present with increasingly complex issues but do not benefit from the resources available due to a lack of training of the specialists in this area and within the schools themselves. A collaboration and co-operation approach is essential to ensure student success. Integrated services are perceived as a means to work within the partnership but many challenges seem to prevent the cooperation and collaboration of the school personnel and community partners. This research project focuses on a model which supports the classroom teachers using practical day-to-day practical strategies. This model was implemented in the French Public School Board in Southern Ontario. In 1970, such teams were created in view of supporting the classroom teacher and to avoid placing children in special education classes. The same goals continue to exist in 2010. This model allows one to integrate community services in the classroom and community school always in view of increasing the chances of student success. A school based coordinator ensures the connections, coherence and the implementation of the recommendations made by the specialized team. The results of this supportive and integrative model encouraged us to comprehend that the model was effective in achieving its goals. In a general manner, the school personnel reaffirm that they were supported by such integrative team members in their professional training, the colloquies held and the discussions as well as through supportive professional documents provided. It is noteworthy that the teachers heavily stressed the real collaboration and the team effort that existed between the professional team members and school personnel as well as the team personnel that ensured follow-up and the implementation of goals, tasks and strategies on which the team agreed would be implemented. Challenges such as the multi dimensional role of the coordinator, the expansive geographical area of the Public French School Board and the varying and sometimes opposing perspectives between the parents and the school board were all noted. However, even when considering such challenges which were dealt with, the implementation of this supportive/integrative model for teachers was proven to be a means of meeting the students’ needs in the classroom while having the teachers not feeling alone or isolated in their tasks nor their having to assume such difficult tasks independently and feeling isolated and unsupported.
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Ballard, Kristin L. "School-related and social-emotional outcomes of providing mental health services in schools /." 2009. http://www.library.wisc.edu/databases/connect/dissertations.html.
Full textBooks on the topic "Outcomes of integrated services in schools"
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Walburg, Jan. Performance management in healthcare: Improving patient outcomes : an integrated approach. London: Routledge, 2006.
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Gupta, Monica Das. Improving child nutrition outcomes in India: Can the integrated child development services be more effective? [Washington, D.C: World Bank, 2005.
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Lean, D. S. Barriers to learning: The case for integrated mental health services in schools. Lanham, Md: Rowman & Littlefield, 2010.
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Hughes, Pat. Breaking barriers to learning in primary schools: An integrated approach to children's services. New York: Routledge, 2010.
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Breaking barriers to learning in primary schools: An integrated approach to children's services. New York: Routledge, 2010.
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Hughes, Pat. Breaking barriers to learning in primary schools: An integrated approach to children's services. New York: Routledge, 2010.
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Sellman, Edward Mark. The process and outcomes of implementing peer mediation services in schools: A cultural-historical activity theory approach. Birmingham: University of Birmingham, 2003.
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Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA justification review: Law Enforcement Program should pursue outsourcing, track case outcomes, integrate information systems. Tallahassee, Fla: Office of Program Policy Analysis and Government Accountability, 2003.
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Office, United States Government Accountability. Best practices: An integrated portfolio management approach to weapon system investments could improve DOD's acquisition outcomes : report to the Committee on Armed Services, U.S. Senate. Washington, D.C.]: U.S. Govt. Accountability Office, 2007.
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1963-, Ma Xin, Zhang Yanhong, and Canada Health Canada, eds. A national assessment of effects of school experiences on health outcomes and behaviours of children: Technical report. [Ottawa]: Health Canada, 2002.
Find full textBook chapters on the topic "Outcomes of integrated services in schools"
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Schwartz, Sheree, Nikita Viswasam, and Phelister Abdalla. "Integrated Interventions to Address Sex Workers’ Needs and Realities: Academic and Community Insights on Incorporating Structural, Behavioural, and Biomedical Approaches." In Sex Work, Health, and Human Rights, 231–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64171-9_13.
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AbstractSex workers experience multi-factorial threats to their physical and mental health. Stigma, human rights violations and occupational exposures to violence, STIs, HIV, and unintended pregnancy create complex health inequities that may not be effectively addressed through programmes or services that focus on a single disease or issue. Meeting cisgender female, male, and transgender sex workers’ unmet needs and realities effectively requires more nuanced, multi-faceted public health approaches. Using a community-informed perspective, this chapter reviews layered multi-component and multi-level interventions that address a combination of structural, behavioural, and biomedical approaches. This chapter addresses (1) what are integrated interventions and why they are important; (2) what types of integrated interventions have been tested and what evidence is available on how integrated interventions have affected health outcomes; (3) what challenges and considerations are important when evaluating integrated interventions. Key findings include the dominance of biomedical and behavioural research among sex workers, which have produced mixed results at achieving impact. There is a need for further incorporation and evaluation of structural intervention components, particularly those identified as highest priority among sex workers, as well as the need for more opportunities for leadership from the sex work community in setting and implementing the research agenda.
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Rocha, Paulo, and Sarah Hean. "Tracing the Historical Development of a Service Model for Interagency Collaboration: Contradictions as Barriers and Potential Drivers for Change." In Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems, 141–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70661-6_6.
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AbstractIn England and Wales, Liaison and Diversion (L&D) services work to facilitate integrated rehabilitative interventions orchestrated between Criminal Justice and Welfare systems to improve health and social care outcomes. A new L&D national model was introduced in 2014 to unify practice across all L&D sites. This chapter analyses the L&D’s historical activity before, during and after the process of implementation of this national model and provides a timeline whereby potential tensions and their underlying contradictions within and between the L&D and neighbouring services activity systems are identified. A case study of an L&D service in southern England is used by way of illustration and Cultural-Historical Activity Theory (CHAT) articulates the complexity of interactions between the professionals at the street-level. Our findings showed that fragmented information technology (IT) systems, both intra- and interagency, have been particularly problematic in this setting and that the national model was not apt to transform this situation. Fragmentation hinders information sharing and ultimately affects professionals’ capacity to collaborate. We suggest service providers at a local level engage in a dialogue with one another and that they are in a better position to govern local practices instead of having policy enforced unilaterally top-down.
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Katondo, Richard J. M., and Agnes M. S. Nyomora. "The role of ecosystem services in enhancing climate change resilience of local communities: the case of Ngarambe-Tapika Wildlife Management Area, Rufiji district, Tanzania." In Climate change impacts and sustainability: ecosystems of Tanzania, 169–79. Wallingford: CABI, 2020. http://dx.doi.org/10.1079/9781789242966.0169.
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Abstract This study examined the role of ecosystem services in enhancing climate change resilience of local communities in Ngarambe-Tapika Wildlife Management Area (WMA). The study aimed to identify forms of ecosystem services that can be gained from conservation of a WMA in relation to climate change adaptation. The design for this study adopted both a quantitative and a qualitative research approach. The study was undertaken in Ngarambe-Tapika WMA located between latitude 39° S and 39°30' S and between longitude 12°30' E and 13° E. It is located alongside the north-eastern border of the Selous Game Reserve. The area is also the home of local people whose lifestyles and livelihoods are intricately tied to the biological diversity and the functioning of this natural system. Purposive sampling was employed in selecting respondents for the household questionnaire, focus group discussions and key informant interviews. This study found that income obtained from Ngarambe-Tapika ecosystems by the communities were invested in material welfare and livelihoods that enhance resilience to climate change, primarily social services (54.9%) such as construction of houses, dispensaries and rehabilitation of the primary schools, and some of the money was spent on electricity provision for the community and energy for light and water pumps. Other benefits included employment (16.5%), protection from dangerous and problematic wildlife (14.3%) and petty business (14.3%). Generally, in Ngarambe-Tapika WMA there is a need to emphasize conservation awareness and extension programmes which advocate sustainable utilization of wildlife resources, and adopt an integrated approach of climate-smart agriculture to address the challenges related to food insecurity and climate change and variability. The latter would enable increased agricultural productivity to support equitable increases in farm incomes, improve food security and build resilience of agricultural and food security systems to adapt to climate change and variability.
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Wambua, Pauline M. "Educating Refugees." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 393–419. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch020.
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Unlike other migrants, refugees face unique challenges that prevent them from realizing their full potential in schools. Therefore, integrating refugees in the host country requires strong support mechanisms some of which are provided non-profit organizations. Refugee support initiatives may provide educational reinforcement and valuable support to help refugees foster positive education outcomes. This chapter examined how programs offered by non-profit organizations that support refugees in one of the Midwestern states in the U.S. reduce barriers to refugee students' high education outcomes. The results indicate that, through collaboration, non-profit organizations provide a wide range of refugee support services such as enrolling kids in school, support to students with disabilities, and a variety of after-school and summer programs. These services help refugee students, manage their traumatic experiences, integrate into schools, to be self-sufficient, and provide a safe learning space thereby cushioning them against barriers that limit their success in school.
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Sledge, William H., and Julianne Dorset. "Organization of psychiatric services for general hospital departments." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin, 1392–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0137.
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A modification in consultation liaison psychiatry/psychosomatic medicine is introduced and explored by a review of the concepts of prevention and proactivity in other disciplines of medicine. Three major advantageous outcomes of a proactive/preventive approach are noted—namely, early recognition and treatment result in less mortality and morbidity, staff satisfaction, and care that is less expensive overall. Three psychiatric proactive programmes that have been published are reviewed. These are: the Rapid Assessment, Interface, and Discharge (RAID) model in the United Kingdom, developed to serve the City Hospital of Birmingham; the quality improvement programme of co-management with internist developed at Columbia University Medical Center; and the Behavioral Intervention Team (BIT) of the Yale School of Medicine. All three are economically effective, provide innovative approaches to co-management of patients with co-occurring mental and physical illnesses, and aim to develop integrated care.
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Carlsson, Jessica, and Marianne C. Kastrup. "Separate services or integrated services." In Oxford Textbook of Migrant Psychiatry, edited by Dinesh Bhugra, Oyedeji Ayonrinde, Edgardo Juan Tolentino, Koravangattu Valsraj, and Antonio Ventriglio, 581–88. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198833741.003.0067.
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The chapter takes its position in the consequences of globalization and its disequalizing effects on equity in care. The chapter presents and discusses pros and cons related to separate versus integrated services in mental health care for migrants, including trauma-affected refugees. Throughout the chapter there is a special focus on trauma-affected refugees as a particularly vulnerable group. The chapter gives a brief overview of the historical development behind specialized services for trauma-affected refugees and other migrants, including their relation to documentation of human rights violations, and the variations among such services are described. With the overall aim of avoiding inequalities in mental health care, the chapter then compares specialized versus integrated services. The comparison is done with a focus on diagnostic assessment, access to mental health care, treatment outcomes, and treatment satisfaction. Finally, the role of specialized services is discussed.
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Hess, Robyn S., Rick Jay Short, and Cynthia E. Hazel. "Monitoring and Evaluating Outcomes." In Comprehensive Children’s Mental Health Services in Schools and Communities, 101–10. Routledge, 2013. http://dx.doi.org/10.4324/9780203874530-10.
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"Integrated children's services, extended schools and other agencies." In Principles of Primary Education, 278–89. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203709627-25.
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"Issues of vision, innovation, mission, outcomes and competent practice." In The Politics Of Linking Schools And Social Services, 169–72. Routledge, 2002. http://dx.doi.org/10.4324/9780203485682-18.
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"Leadership and Capacity in the Public Sector: Integrated Children’s Services and Schools." In Service Integration in Schools, 109–25. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087905880_012.
Full textConference papers on the topic "Outcomes of integrated services in schools"
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Favara, Giuliana, Paolo Marco Riela, Andrea Maugeri, Martina Barchitta, Giovanni Gallo, and Antonella Agodi. "Risk of Pneumonia and Associated Outcomes in Intensive Care Unit: An Integrated Approach of Visual and Cluster Analysis." In 2019 IEEE World Congress on Services (SERVICES). IEEE, 2019. http://dx.doi.org/10.1109/services.2019.00083.
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Grant-Muller, Susan, Frances Hodgson, Gillian Harrison, Nick Malleson, Tom Redfern, and Rob Snowball. "Transport-Health Equity Outcomes from mobile phone location data – a case study." In CARMA 2018 - 2nd International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/carma2018.2018.8349.
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The work presented here demonstrates the potential of new generation data arising from innovative policies (based on persuasive technologies) in the transport sector. Improved understanding of the spatial distribution of health impacts arising from the introduction of new travel initiatives will support more targeted and efficient policy development across both the transport and health sectors. Typical health impacts include those arising from changes in levels of personal activity with alternative mode choices. With a sectoral approach to policy development, positive impacts for one sector (i.e. improved transport services) may be negated by dis-benefits in another (e.g. low levels of active travel choice and increased obesity related disease burden). The horizontal notion of equity (Thomopoulos, Grant-Muller and Tight, 2009) is applied using a range of transport-related health outcomes including cancer, heart disease and depression. The research methodology interfaces new generation ‘Track and Trace’ information on individuals location and mode choices (detected as mobile phone app-based sensor data) with a new integrated transport and health model (IHITM), finally calculating an equity indicator based on distributional impacts.
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MacCarty, Nordica A., and Kenneth Mark Bryden. "Investigating the Effects of Design Choice and Application of Energy Technologies in Rural Developing Households Using an Integrated Systems Model." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59574.
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Engineering system modeling and design tools are needed to help successfully provide appropriate and desirable energy technologies to the 2.7 billion people presently relying on inefficient and polluting solid fuels to meet their basic energy needs for cooking, heating, and lighting. To understand the impacts of technology design choices and applications, a previously-developed model was used to investigate the energy consumption and resulting environmental, economic, and social outcomes relative to the baseline situation for a rural village in Mali. Simulations were conducted to explore important considerations regarding potential energy technologies in terms of design choices such as usability, multi-functionality, cost, and durability; and application factors such as energy needs and fuel/device stacking, fuel supply, and the rebound effect. It was illustrated that the positive impacts of a new technology may be reduced significantly if the use of more polluting traditional devices must continue in parallel due to the auxiliary benefits offered by the three-stone fire. It was also shown that technologies must be provided at cost levels that offer outcomes more highly valued than investment costs in terms of payback period and income fraction in order to justify their cost to the user. And due to the realities of fuel and device stacking and the usability and suitability of different technologies to meet different energy needs, identification and disaggregation of the specific energy needs in a community are needed to select the most appropriate strategies to supply clean energy services and encourage their uptake by consumers.
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Ettema, Roelof, Goran Gumze, Katja Heikkinen, and Kirsty Marshall. "European Integrated Care Horizon 2020: increase societal participation; reduce care demands and costs." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10175.
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BackgroundCare recipients in care and welfare are increasingly presenting themselves with complex needs (Huber et al., 2016). An answer to this is the integrated organization of care and welfare in a way that personalized care is the measure (Topol, 2016). The reality, however, is that care and welfare are still mainly offered in a standardized, specialized and fragmented way. This imbalance between the need for care and the supply of care not only leads to under-treatment and over-treatment and thus to less (experienced) quality, but also entails the risk of mis-treatment, which means that patient safety is at stake (Berwick, 2005). It also leads to a reduction in the functioning of citizens and unnecessary healthcare cost (Olsson et al, 2009).Integrated CareIntegrated care is the by fellow human beings experienced smooth process of effective help, care and service provided by various disciplines in the zero line, the first line, the second line and the third line in healthcare and welfare, as close as possible (Ettema et al, 2018; Goodwin et al, 2015). Integrated care starts with an extensive assessment with the care recipient. Then the required care and services in the zero line, the first line, the second line and / or the third line are coordinated between different care providers. The care is then delivered to the person (fellow human) at home or as close as possible (Bruce and Parry, 2015; Evers and Paulus, 2015; Lewis, 2015; Spicer, 2015; Cringles, 2002).AimSupport societal participation, quality of live and reduce care demand and costs in people with complex care demands, through integration of healthcare and welfare servicesMethods (overview)1. Create best healthcare and welfare practices in Slovenia, Poland, Austria, Norway, UK, Finland, The Netherlands: three integrated best care practices per involved country 2. Get insight in working mechanisms of favourable outcomes (by studying the contexts, mechanisms and outcomes) to enable personalised integrated care for meeting the complex care demand of people focussed on societal participation in all integrated care best practices.3. Disclose program design features and requirements regarding finance, governance, accountability and management for European policymakers, national policy makers, regional policymakers, national umbrella organisations for healthcare and welfare, funding organisations, and managers of healthcare and welfare organisations.4. Identify needs of healthcare and welfare deliverers for creating and supporting dynamic partnerships for integrating these care services for meeting complex care demands in a personalised way for the client.5. Studying desired behaviours of healthcare and welfare professionals, managers of healthcare and welfare organisations, members of involved funding organisations and national umbrella organisations for healthcare and welfare, regional policymakers, national policy makers and European policymakersInvolved partiesAlma Mater Europaea Maribor Slovenia, Jagiellonian University Krakow Poland, University Graz Austria, Kristiania University Oslo Norway, Salford University Manchester UK, University of Applied Sciences Turku Finland, University of Applied Sciences Utrecht The Netherlands (secretary), Rotterdam Stroke Service The Netherlands, Vilans National Centre of Expertise for Long-term Care The Netherlands, NIVEL Netherlands Institute for Health Services Research, International Foundation of Integrated Care IFIC.References1. Berwick DM. The John Eisenberg Lecture: Health Services Research as a Citizen in Improvement. Health Serv Res. 2005 Apr; 40(2): 317–336.2. Bruce D, Parry B. Integrated care: a Scottish perspective. London J Prim Care (Abingdon). 2015; 7(3): 44–48.3. Cringles MC. Developing an integrated care pathway to manage cancer pain across primary, secondary and tertiary care. International Journal of Palliative Nursing. 2002 May 8;247279.4. Ettema RGA, Eastwood JG, Schrijvers G. Towards Evidence Based Integrated Care. International journal of integrated care 2018;18(s2):293. DOI: 10.5334/ijic.s22935. Evers SM, Paulus AT. Health economics and integrated care: a growing and challenging relationship. Int J Integr Care. 2015 Jun 17;15:e024.6. Goodwin N, Dixon A, Anderson G, Wodchis W. Providing integrated care for older people with complex needs: lessons from seven international case studies. King’s Fund London; 2014.7. Huber M, van Vliet M, Giezenberg M, Winkens B, Heerkens Y, Dagnelie PC, Knottnerus JA. Towards a 'patient-centred' operationalisation of the new dynamic concept of health: a mixed methods study. BMJ Open. 2016 Jan 12;6(1):e010091. doi: 10.1136/bmjopen-2015-0100918. Lewis M. Integrated care in Wales: a summary position. London J Prim Care (Abingdon). 2015; 7(3): 49–54.9. Olsson EL, Hansson E, Ekman I, Karlsson J. A cost-effectiveness study of a patient-centred integrated care pathway. 2009 65;1626–1635.10. Spicer J. Integrated care in the UK: variations on a theme? London J Prim Care (Abingdon). 2015; 7(3): 41–43.11. Topol E. (2016) The Patient Will See You Now. The Future of Medicine Is in Your Hands. New York: Basic Books.
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Al-thani, Noora, Nitha Siby, Fatma Nabhan, and Ruba Ali. "Cultivating Curiosity by Integrating Art in Science through Photography." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0259.
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Arts-integrated science is a tantalizing educational approach that captures the attention of scientific learners through the lighter side of science. This study highlights the findings of a schoolbased applied research study conducted to develop public school students’ curiosity and their aesthetic qualities by exploring scientific knowledge by using photography. This study incorporated photography as a learning aid in STEAM workshops for 386 high school students, including 220 males and 166 females from 19 schools, and tested methods for enhancing the curiosity or interest of students to explore the workshop context more deeply. The analysis of our methods discusses the results using pre- and post-method questionnaires and the evaluations of 816 scientific images captured by the students. The key aim of this research involves cultivating curiosity in students as they analyse captured images, which results in positive outcomes, such as increased engagement in scientific workshops, thereby inspiring them to more thoroughly explore the science behind each image.
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Fidan, Ismail, and Ken Patton. "Enhancement of Design and Manufacturing Curriculum Through Rapid Prototyping Practices." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61014.
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Advances in computer technology opened new horizons in teaching Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM) technologies. This paper will report the outcomes of two current NSF grants, 0311586 and 0302314, funded on Rapid Prototyping (RP) curriculum development. The objective of these RP projects is to provide advanced instruction and laboratory practices in the areas of CAD/CAM/CAE through challenging laboratory assignments and industrial projects that are integrated into any engineering curriculum. These projects create web-based materials, and also adapt and implement RP experiences and educational practices following successful similar models at various engineering schools to enhance pedagogy in design and manufacturing curriculum. Enhanced RP capabilities enable the students to build physical models directly from CAD data, where the prototype communicates important information about parts, including engineering data such as fit and limited functional testing, labeling, highlighting, and appearance simulation. Developed RP labs are used in junior and senior level design and manufacturing courses, including the senior capstone courses.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Alzaharnah, Iyad T., Warren P. Seering, and Maria C. Yang. "Exploration of the Use of Design Methods With the Design Structure Matrix for Integrating New Technologies Into Large Complex Systems." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70521.
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Integrating products of basic technology research and development efforts into Large Complex Systems (LCSs) requires systematic approaches. It has been observed that because of the complexity associated with LCSs, no single structured design method will suffice for integrating new technologies into an LCS. In this work, we explore through the literature how an integrated design approach involving the Design Structure Matrix (DSM) with several design methods (mainly those involving other matrix-based methods) might support the introduction of new technologies into large complex facilities. The survey presented in the paper could provide support for future investigations on how to align the outcomes of R&D processes with the requirements of introducing new technologies in target LCSs. Also it could help in developing future understandings about transitioning basic outcomes of R&D into technology products and services.
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Ali, Ruba, Jolly Bhadra, Nitha Siby, and Noora Al-Thani. "From Sports To Science: Designing Sports Products to Experience Science and Engineering." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0268.
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Sports can have a substantial impact on fostering cognitive and non-cognitive skills in youth leading to higher productivity. Its potential to integrate within diverse academic subjects makes it an ideal choice to attract high school students to grasp the emphasis of STEM fields and careers. In the midst of gradual educational reformations in Qatar, a novel sports driven STEM program was launched to derive the competencies in the secondary students and enhance their STEM literacy and aspirations. Sports, being an intrinsic motivator favored by the Qatari students, instigating active participation and inspiration, is integrated to the innovative learning approach, thereby acknowledging the relevance of science to real world applications. The 248 participants from 15 secondary schools actively engaged in the program comprising sports product based scientific workshops and an engineering design challenge, bridging the gap between science and sports. Results implicating the active involvement of the students, manifesting the quintessential 21st century skills in engineering products, were drawn out from mixed methods. Quantitative statistical analysis of pre-post surveys, review of sports products and the substantiating observations of the facilitators successfully validate the application of diverse dispositions in the program. Student attitudes towards STEM fields and careers apparently augmented by virtue of the program outcomes is also interpreted from the analysis.
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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.
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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
Reports on the topic "Outcomes of integrated services in schools"
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Young, Justin. A Community Schools Approach to Accessing Services and Improving Neighborhood Outcomes in Manchester, NH. University of New Hampshire Libraries, 2015. http://dx.doi.org/10.34051/p/2020.231.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.
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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Phuong, Vu Tan, Nguyen Van Truong, Do Trong Hoan, Hoang Nguyen Viet Hoa, and Nguyen Duy Khanh. Understanding tree-cover transitions, drivers and stakeholders’ perspectives for effective landscape governance: a case study of Chieng Yen Commune, Son La Province, Viet Nam. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21023.pdf.
Full textAbstract:
Integrated landscape management for sustainable livelihoods and positive environmental outcomes has been desired by many developing countries, especially for mountainous areas where agricultural activities, if not well managed, will likely degrade vulnerable landscapes. This research was an attempt to characterize the landscape in Chieng Yen Commune, Son La Province in Northwest Viet Nam to generate knowledge and understanding of local conditions and to propose a workable governance mechanism to sustainably manage the landscape. ICRAF, together with national partners — Vietnamese Academy of Forest Sciences, Soil and Fertilizer Research Institute — and local partners — Son La Department of Agriculture and Rural Development, Son La Department of Natural Resources and Environment, Chieng Yen Commune People’s Committee — conducted rapid assessments in the landscape, including land-use mapping, land-use characterization, a household survey and participatory landscape assessment using an ecosystem services framework. We found that the landscape and peoples’ livelihoods are at risk from the continuous degradation of forest and agricultural land, and declining productivity, ecosystem conditions and services. Half of households live below the poverty line with insufficient agricultural production for subsistence. Unsustainable agricultural practices and other livelihood activities are causing more damage to the forest. Meanwhile, existing forest and landscape governance mechanisms are generally not inclusive of local community engagement. Initial recommendations are provided, including further assessment to address current knowledge gaps.
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Voices of vulnerable and underserved adolescents in Guatemala: A summary of the qualitative study 'Understanding the lives of indigenous young people in Guatemala'. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1011.
Full textAbstract:
Governments in developing countries recognize the need for appropriate technology for the treatment of emergencies from incomplete abortion or miscarriage. Numerous studies have investigated the appropriateness of an integrated model of postabortion care (PAC) that includes three essential elements: emergency treatment for spontaneous or induced abortion; counseling and family planning services; and links to other reproductive health services. Many integrated PAC services include replacement of the conventional clinical treatment, sharp curettage (SC), with manual vacuum aspiration (MVA). In 1997 and 1999 the Population Council supported intervention studies in Mexico and Bolivia, respectively, to assess PAC programs in terms of safety, effectiveness, quality of care, cost, and subsequent contraceptive use by clients. Both interventions introduced integrated PAC services and compared the outcomes of MVA and SC use in large public hospitals. To assess changes in service quality and costs, researchers analyzed clinical records and interviewed clients and providers before and after the interventions. As noted in this summary, SC and MVA are equally safe and effective and can be provided on an outpatient basis. Integrating clinical treatment with family planning counseling and services increased clients’ knowledge and contraceptive use.
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Bolivia and Mexico: System-wide planning is needed for decentralized postabortion care. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1000.
Full textAbstract:
Governments in developing countries recognize the need for appropriate technology for the treatment of emergencies from incomplete abortion or miscarriage. Numerous studies have investigated the appropriateness of an integrated model of postabortion care (PAC) that includes three essential elements: emergency treatment for spontaneous or induced abortion; counseling and family planning services; and links to other reproductive health services. Many integrated PAC services include replacement of the conventional clinical treatment, sharp curettage (SC), with manual vacuum aspiration (MVA). In 1997 and 1999 the Population Council supported intervention studies in Mexico and Bolivia, respectively, to assess PAC programs in terms of safety, effectiveness, quality of care, cost, and subsequent contraceptive use by clients. Both interventions introduced integrated PAC services and compared the outcomes of MVA and SC use in large public hospitals. To assess changes in service quality and costs, researchers analyzed clinical records and interviewed clients and providers before and after the interventions. As noted in this summary, SC and MVA are equally safe and effective and can be provided on an outpatient basis. Integrating clinical treatment with family planning counseling and services increased clients’ knowledge and contraceptive use.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Full textAbstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.